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Designing Literacy Learning

Designing Literacy Learning. College Community Schools Prairie Point Mary Schmidt mschmidt@aea11.k12.ia.us 515.270.0405. Welcome!. Vision/Goal for 8 th Grade Reading and Language Arts Integrate Reading/Language Arts into a literacy block experience

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Designing Literacy Learning

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  1. Designing Literacy Learning College Community Schools Prairie Point Mary Schmidt mschmidt@aea11.k12.ia.us 515.270.0405

  2. Welcome! Vision/Goal for 8th Grade Reading and Language Arts • Integrate Reading/Language Arts into a literacy block experience • Develop a comprehensive 8th grade literacy program built around the common core • Develop plan to effectively and efficiently use 90 minute block of time to meet the needs of all learners with our core, special ed and GT resources.

  3. Essential Question How can I design the curricular and instructional experiences to help each student attain the key concepts and understandings using the critical content? --Lynn Erickson, 2007

  4. Roadmap for the day

  5. Conceptual Lens: Integration Concepts: structure, organization, interdependence, concept-based learning

  6. Key Content: • structure of knowledge • critical components of a concept-based unit • Bloom’s Revised Taxonomy • Iowa Core literacy standards

  7. Essential Understandings: • The structure of knowledge creates a strong foundation for concept-based learning • Learning organized around key concepts is deep and enduring • The Iowa Core literacy standards in reading, writing, speaking and listening, and language are integrated and interdependent • Concept-based learning creates the conditions for higher-order thinking and questioning

  8. Skills: • Identifying essential texts and skills • Categorizing • Identifying conceptual lenses and concepts for each unit • Aligning unit content, essential understandings, and skills with Iowa Core Standards

  9. Structure of Knowledge • Complete sort; discuss • example

  10. Conceptual Lens: Heroism Generalizations (essential understandings): Cultural values create heroes Heroism emerges from bravery and sacrifice Heroes champion good in the face of evil Heroes can be accidental Concepts: conflict, ethics, sacrifice, bravery, integrity, good vs. evil, culture Topic:The Odyssey Facts: main characters, the adventures, setting, Homer (blind poet, oral tradition)

  11. One Approach • Choose the topic • Identify the critical content (facts and knowledge) • Choose the conceptual lens • Identify the concepts within the topic that support the conceptual lens • Create the generalizations (essential understandings) by combining two or more concepts to arrive at a broad, true statement

  12. Reflection • How does the structure of knowledge broaden your perspective of language arts curriculum?

  13. Critical Components of C-B Units • Unit Title • Conceptual Lens • Concepts and Subconcepts • Generalizations (essential understandings) • Guiding and essential questions • Critical Content • Key Skills • Performance Tasks and Scoring Guides • Learning Experiences • Unit Resources/Teacher Notes

  14. Choosing Essential Texts • Look across your reading and language arts curricula • Identify the essential texts • Write titles on slips of paper • Post on board • Categorize texts according to common “big ideas” or concepts • Name each category (these are unit titles and may also be the conceptual lens)

  15. Ask Yourself… Why am I asking students to read this? For the content To teach a specific reading skill To illuminate a larger concept

  16. Questions About Content • What is worth thinking about for an extended period of time? • Is there personal meaningfulness for readers in the text? • Is the subject robust and does it have societal significance? • Is the language of the selection rich, varied, accurate, precise, complex, and exciting? • Is the content complex, ambiguous, provocative, and/or personally or emotionally challenging?

  17. Essential Skills • Identify the essential skills in writing, speaking and listening, and language that will support the chosen texts and promote students’ understanding. • Write on strips and post with each unit. Skills may be repeated across units.

  18. Aligning with Iowa Core • For each unit identify by reference letter(s) and number the key ideas and details the unit teaches. • Reading – R • Writing – W • Speaking and Listening – SL • Language – L • Write the information for each standard area on a separate slip and post with the unit.

  19. Additional Iowa Core Considerations • At some point be sure to check for areas where the Characteristics of Effective Instruction and the Universal Constructs are addressed.

  20. Closure • On a slip of paper

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